学习动机是学习者学习过程中的重要部分，是维持和影响学习者学习的动力。本文在实际教学中发现，随着二语学习经历的逐渐丰富，学习者的学习动机往往会产生一些改变。二语动机自我系统理论解释了动机变化过程这一现象，但是在现有的研究中均没有研究者说明在二语动机自我系统中，二语学习经历是如何影响学习者的理想自我、应然自我，什么样的二语学习经历有助于建立理想自我或是应然自我。

本文将从汉语学习者的学习经历出发，将二语学习经历分为积极的二语经历和消极的二语经历。以44名混合国别的汉语学习者为研究对象。首先运用Papi和Abdollahzade二语动机自我系统量表进行问卷测量，并在此基础上，通过访谈与问卷互相验证的方式，了解不同学习群体在学习经历中的差异，以及汉语学习者的二语学习经历对理想自我和应然自我的作用，整理出了部分会影响学习者理想自我、应然自我变化的具体经历，深入分析学习者动机的变化过程，了解二语学习经历对二语动机自我系统中理想自我、应然自我所产生的影响。

研究结果表明：（1）华裔学习者和非华裔学习者在二语学习经历上存在着显著差异，对积极经历和消极经历的感知有所不同，例如华裔学生偏重于教师组织活动所带来的参与感，而非华裔学生偏重轻松、简单无压力的氛围感等。（2）与教师、同龄群体、活动、课程、学习资源、日常生活、考试、家长等方面相关的经历会带给学习者不同体验。（3）在积极学习经历的影响下，学习者会出现理想自我的建立、转变、增长三种变化，其应然自我也会增长；在消极学习经历的影响下，学习者会出现理想自我减弱、应然自我减弱或增长的变化。另外也有部分经历不影响动机，主要和学习者的个人性格特征相关。（4）华裔学习者和非华裔学习者的理想自我、应然自我受到学习经历的影响程度也不同，例如华裔学习者的应然自我更容易受到与同龄群体方面的相关经历而产生波动。

因此，本文针对不同学习群体，从教师教学和学生学习等方面提出建议，例如鼓励教师运用举例子或使用肢体语言的方式开展教学，营造愉快的课堂氛围，给予学生良好的学习体验；运用榜样刺激适当激发学习者应然自我的增长；鼓励学生明确自己的理想自我，多参加文化活动，增加自己的工作体验，在与同龄群体互帮互助中提升语言运用技能，获得更多的交流机会等。

此外，本文验证了二语学习经历在二语动机自我系统中的中介作用。强调“以学生为中心”的教学原则，培养学生树立或提高理想自我，降低学习者在学习语言过程中过高的压力，以达到相对适应的理想水平。一方面，补充了二语学习经历在二语动机自我系统发展过程中的作用，拓展了汉语学习者二语习得研究的理论视角。另一方面也给教师如何在教学过程中给予学习者积极的学习经历提供了一些实践意义。

Motivation is an important part of learners' learning process and is what sustains and influences learners' learning. In this paper, we found that learners' motivation tends to change as their second language learning experience gradually enriches. The bilingual motivational self-system theory explains the process of motivational change, but none of the existing studies have explained how bilingual learning experiences affect learners' ideal self and contingent self in the bilingual motivational self-system, and what kind of bilingual learning experiences help build the ideal self or contingent self.

In this paper, we will divide the second language learning experiences into positive and negative second language experiences from the perspective of Chinese learners' learning experiences. Forty-four mixed-country Chinese learners were used as the subjects of the study. Firstly, Papi & Abdollahzade's Second Language Motivation Self System Scale was used to measure the questionnaire, and on this basis, the interview and questionnaire were used to verify each other to understand the differences in learning experiences among different groups of learners and the role of Chinese learners' second language learning experiences on their ideal self and contingent self, and some of the changes that would affect learners' ideal self and contingent self were sorted out. The specific experiences were compiled to analyze the change process of learners' motivation and to verify the influence of second language learning experiences on the ideal self and contingent self in the second language motivation self system.

The findings show that (1) Chinese learners and non-Chinese learners differ significantly in their second language learning experiences, with different perceptions of positive and negative experiences, e.g., Chinese students prefer the sense of participation brought about by teacher-organized activities, while non-Chinese students prefer the sense of a relaxed, easy and stress-free atmosphere. (2) Experiences related to teachers, peer groups, activities, curriculum, learning resources, daily life, exams, and parents bring about different experiences for learners. (3) Under the influence of positive learning experiences, learners experience three types of changes: the establishment, transformation, and growth of their ideal self, and the growth of their contingent self; under the influence of negative learning experiences, learners experience a weakening of their ideal self and a weakening or growth of their contingent self. There are also some experiences that do not affect motivation and are mainly related to learners' individual personality traits. (4) The ideal self and contingent self of Chinese learners and non-Chinese learners are also affected by learning experiences to different degrees, for example, the contingent self of Chinese learners is more likely to fluctuate due to experiences related to their peer group.

Therefore, this paper proposes suggestions for different learning groups in terms of teacher teaching and student learning, such as encouraging teachers to use examples or body language to create a pleasant classroom atmosphere and give students a good learning experience; using role models to stimulate the growth of learners' contingent selves appropriately. Students are encouraged to identify their ideal selves, to participate in cultural activities, to increase their work experience, to improve their language skills by helping each other with their peer groups, and to gain more opportunities for communication.

In addition, this paper validates the mediating role of second language learning experiences in the second language motivational self system. The paper emphasizes the principle of "student-centered" teaching and learning, which aims to develop or improve students' ideal selves and to reduce the excessive pressure on learners in the process of language learning in order to achieve the ideal level of relative adaptation. On the one hand, it complements the role of second language learning experience in the development of the motivational self system and expands the theoretical perspective of second language acquisition for Chinese learners. On the other hand, it also gives some practical implications on how teachers can give learners positive learning experiences in the teaching process.